T&L Instructional Plan Template

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: _Miss. Ayala_____________
Date:_____11/25/2015_________
Cooperating Teacher: ______________________
Grade:___5th_________
School District:
_______________________ School: _____________________________
University Supervisor:
Unit/Subject:
Reading
Instructional Plan Title/Focus: Comparing and Contrasting Characters
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson is for students to practice comparing and contrasting
when reading. Comparing and contrasting helps focus student thinking and is a step toward higher order
thinking. It helps students identify important details, dialogue, and actions which will heighten their
comprehension of texts. It also helps students writing skills, by practicing including details and evidence
from texts they are reading. The lesson will focus on comparing and contrasting different characters from
texts. This lesson would be taught after a lesson on character traits, in which students use the text to infer
character traits. A lesson that could come after this one would be comparing and analyzing the relationship
between characters and settings or events.
b. State/National Learning Standards:
CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.W.5.4

Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
c. Content Objectives and alignment to State Learning Standards:
SWBAT: Efficiently compare and contrast characters.
SWBAT: Make inferences about characters from quotes in the text.
Language Objectives:
SWBAT: Produce writing that compares and contrasts 2 characters.

d. Previous Learning Experiences: The students have previously had a lesson on defining characters and
analyzing their characteristics from dialogue, actions, and narrative in a text. Additionally, students have
been practicing finding quotes from texts that support inferences they have made about the characters. The
students are also nearing the end of their silent reading books, so the characters in their books are developed.
e. Planning for Student Learning Needs: Students who have trouble hearing, seeing, or are easily distracted
will be placed at the front of the carpet during the instruction portion so they are able to concentrate and
comprehend the instruction better. When the students are working independently the teacher will be
constantly walking around and checking on student progress. During this time the teacher may have one on
one time with students having difficulties or those who have questions. The independent portion of the lesson
1

allows students to compare characters from books they are currently reading, so students at a lower reading
level are able to compare at their just right level. The teacher is also always available to answer any
questions. As for students who are gifted or want a challenge they will be given the choice to try and
compare and contrast 3 characters to push their thinking.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT: Efficiently compare and contrast
characters.

SWBAT: Make inferences about characters

from quotes in the text.

Assessment Strategies
Informal: At the beginning of the lesson after the teacher
has modeled comparing and contrasting characters, the
teacher will do another example with the help of the class.
The teacher will give every 2 students sticky notes to
contribute to the chart. This will help the teacher get a
glimpse of the students who are understanding the process.
Formal: At the end of the lesson the students will complete
a writing prompt in which they will compare and contrast 2
characters independently, after completing a Venn Diagram
as well, which the teacher will look over.
Formal: As the students are completing their Venn Diagram
worksheets they will also have to find evidence to support
at least one point from each section of the diagram, and find
quotes from the text.
Informal: The teacher will have the opportunity to walk
around the class room and ask students about the characters
they are writing about and how the text supports their
answers.

SWBAT: Produce writing that compares and

contrast 2 characters.

Informal: In order for students to write down characteristics

to compare and contrast they must have made inferences
from the text. The teacher will be walking around checking
students worksheets, to make sure they have a correct
interpretations of the characters from the text.
Formal: At the end of the lesson after having practiced
comparing and contrasting characters, the students will
submit a writing prompt in which they use the tools from
the lesson to compare and contrast two characters
independently from the book they are currently reading at
home.

g. Student Voice:

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson the
teacher will address what the class
will be learning about and write on
the board what the class goals are
for the day (learning targets). The
students will write them down at the
top of their journals, on which they
have the choice to take notes on or
jot down teacher examples.
Students have written the learning
targets in their journals and are also
able to see them on the board.
Students will be able to monitor
their own learning by looking at
their Venn diagrams and seeing if
they adequately interpreted the
diagram into writing. The students
will also be able to see the teachers
own example and the class goals, to
see if they are progressing towards
the goals.
The students understand that if they
need extra support they can always
ask a peer or go to the teacher.
Throughout the year students create
posters that are put up around the
classroom for references of different
subjects including writing, math,
and reading. There are also many
online sources for practice that
students have accessible to them
with parent consent.

Description of how students

will reflect on their learning.

As the students are

completing the activities in
the lesson, they will be able to
see the learning goals on their
journal and board and reflect
on how their own work
compares to those targets. On
the individual worksheet the
students will answer why its
important to be able to
compare characters.
The students will reflect on
their own learning by
completing an exit slip at the
end of the lesson. They will
examine their work and state
if they feel confident
comparing characters and are
ready to move on to the next
lesson, or want more practice.

The students can use the

classroom posters, as well as
their peers to compare their
work to, in order to reflect
back on their work. They can
also use the internet sources
available to reflect on how
their learning is changing or
advancing.

h. Grouping of Students for Instruction:

Whole Class: At the beginning of the lesson, the entire class will sit up at the front of the carpet during which
the teacher will model and show a strategy to comparing and contrasting characters. This makes it so the
students are closer to the teacher and are more likely to pay attention and not goof off.
Partner: After the teacher has finished modeling, every 2 students will each be given 3 sticky notes which they
will have to write on and place on the Venn diagram for the class example. During this time they are allowed
to talk to their partner and collaborate on what they will place on the board.
3

Individual: At the end of the lesson the students will move back to their desks and work individually to
complete their comparison Venn diagrams and complete a writing prompt in which they write about the
comparisons they found. This will help track individual student learning.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: I will start by putting up two pictures of characters that the students are interested in on the
screen in the front, and example of two characters I would use is Harry Potter and Willy Wonka. This will
catch the students attention as they are so different but prominent characters in books. I will demonstrate to
the students that it is always possible to find similarities in characters, and that comparing and contrasting is
an important part of reading. After the examples, I will explain to the class that the purpose of this lesson, is
to learn how to compare and contrast characters from our readings. We will use a Venn diagram as a strategy
for this and write about it after. The students will take this opportunity to write down the learning goals from
the board onto their journals or notebooks.
b. Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.

What does it mean to compare and contrast something? (Comprehension)

Why is it important to be able to compare and contrast? (Evaluation)
How can being able to compare and contrast help us understand characters? (Application)
How does comparing and contrasting help us understand the relationship between characters?
(Analyzing)
Why is it important to be able to make inferences?(Evaluation)
What does it mean to make an inference? (Comprehension)
How does making inferences make us better readers? (Application)
How are making inferences and comparing and contrasting related? (Analyzing)
Do you ever compare the similarities and differences between you and the characters you read
about? (Knowledge)

c. Learning Activities:
Learning Steps and Activities
1. Hook: Introduce the lesson by putting up two
pictures of characters students are engaged in or
interested by such as Harry Potter and Willy
Wonka. Explain to the class that although they are
very different characters, it is always possible to
find similarities between them. Ask the students
what they think we might be doing in this lesson
after seeing the two pictures. Write some
similarities and differences between the two
characters on the board using a Venn diagram.
2. After going through the example the teacher will
explain to the students that the purpose of the
lesson is to learn to compare and contrast
characters, as well as learn how to put that into
writing. During this time the students will have the
opportunity to write down the learning goals into
their reading and writing notebook.
3. Next, have the students come forward to sit on the
front carpet for instruction. The teacher will read a
picture book in which you can compare and

Supporting Theories/Principles
The photographs are used as a hook to grab the
classrooms attention and give the students a visual.
This also uses an inquiry based teaching approach. This
strategy increases intellectual engagement and fosters
deep understanding. The teacher is also demonstrating
what the students will be doing eventually on their own
which is a part of the gradual release teaching method.

By announcing the purpose of the lesson, the students

will have a basic understanding of what they will be
learning and why it is important. By writing down the
learning goals/targets, it allows students to monitor and
reflect on their learning.
Read aloud helps support student listening, speaking,
fluency, and vocabulary abilities. By using a text the
teacher is also using multiple means of engagement.
4

contrast such as The Name Game by Yangsook

Choi.
4. After finishing the book put the extra-large Venn
diagram on the board. The teacher will ask the
students to help her fill out this Venn diagram.
Pass out 2 sticky notes to every 2 students. Ask the
students to work with their elbow partner and add
two details to the Venn diagram in different
sections. After all the sticky notes are placed on the
poster, read aloud some of the examples.
5. After the group demonstration have the students go
back to their desks and take out their independent
reading book. Pass out the Venn diagram
worksheet, and have the students complete it using
their independent reading book. During this time
the teacher should walk around and make sure the
students are completing the worksheet correctly
and helping any students. If students want a
challenge tell them to try and compare 3
characters.
6. As students start completing their Venn diagrams,
pass out the writing prompt to all the students.
Explain that using their Venn diagram the students
write out in complete sentences the differences and
similarities they found.
7. As students turn in their writing, pass out the exit
slip to all the students and wrap up the lesson by
have a short recap discussion of what they learned
and asking the students why this comparing and
contrasting is important.

This text used also teaches about respect, social

responsibility, and other cultures. This allows students
to make connections to their own lives, experiences,
and cultures.
By having the students think of their own ideas the
lesson is incorporating active learning. The students are
also able to collaborate with a partner which uses
Vygotskys Social Learning theory, which suggest that
teachers provide opportunities for students to engage
in discussion about their learning. The idea of I do,
you help, is also a part of the gradual release teaching
method.
By having the students complete the work
independently, the lesson incorporates active learning,
and allows the students to make connections to the
books they are reading. To accommodate to students
wanting a challenge the teacher gives the opportunity
to compare 3 characters.

Having the students connect their Venn diagrams and

write about it, is a multiple means of expression of
their learning. It allows students to reflect on their
writing and put it into words.
By having an exit slip, the lesson incorporates student
voice. The discussion supports Vygotsky Social
Learning theory, providing students the opportunity to
engage in discussion about their learning, and have
meaningful exchanges between students that can help
promote deeper understanding. This is also an
opportunity for multiple means of engagement, and
allows students to connect to the content.

b. Closure: As students are finishing up and turning in their written character comparison, the teacher will go
around the classroom handing out quick exit slips to be turned in. The exit slips will have questions asking
the students if they feel they feel comfortable and confident comparing and contrasting characters, and
asking if they feel as though they are ready to move on. They will have the opportunity to look back at their
journals or look on the board at the learning targets and reflect on their learning.
c. Independent Practice:
Students will have the opportunity to extend their experiences with the content by having them try to
compare 2 or 3 people in their family. They may even have a family discussion on what the
differences and similarities are between them. Students can make a Venn-Diagram or write it out as
they have previously completed in the lesson. Students will have the opportunity to share with their
classmates during the next day before the start of the next lesson in the unit if they wish.
d. Instructional Materials, Resources, and Technology:
Photographs of two characters such as Harry Potter and Katniss
Venn-Diagram worksheets for the students
5

Extra-large poster for teacher to use as a Venn diagram class demonstration.

Sticky Notes
Exit Slip
e. Acknowledgements:
Common Core Standards:
Photograph of Harry Potter:
Photograph of Willy Wonka:

Photographs of Harry Potter and Willy Wonka

Name: ____________________________

Date: __________________

Venn diagram
7

Support one point in the Venn-diagram with a quote from you book.
Point:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Quote:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Name:___________________________________
Exit Slip
Answer the following questions:

Date:_______________

I feel confident comparing and contrasting characters. Yes/No

I want more practice comparing and contrasting characters. Yes/No
I feel confident finding quotes to support my inferences. Yes/No
I want more practice finding quotes to support my inferences. Yes/No
List a reason why you think comparing and contrasting characters is helpful or
important:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Final Reading Lesson

T&L Instructional Plan Template
Background Information
Teacher Candidate: _Miss. Ayala_____________
Date:_____11/25/2015_________
Cooperating Teacher: ______________________
Grade:___5th_________
School District:
_______________________ School: _____________________________
University Supervisor:
Unit/Subject:
Reading
Instructional Plan Title/Focus: Comparing and Contrasting Characters
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson is for students to practice comparing and contrasting
when reading. Comparing and contrasting helps focus student thinking and is a step toward higher order
thinking. It helps students identify important details, dialogue, and actions which will heighten their
comprehension of texts. It also helps students writing skills, by practicing finding details and evidence from
9

texts they are reading. Additionally it helps students practice communicating their ideas and findings onto
paper. The lesson will focus on finding similarities and differences between characters from texts. This
lesson would be taught after a lesson on character traits, in which students use the text to infer character
traits. A lesson that could come after this one would be comparing and analyzing the relationship between
characters and settings or events.
f. State/National Learning Standards:
CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.W.5.4

Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
g. Content Objectives and alignment to State Learning Standards: .
SWBAT: Compare similarities between characters.
SWBAT: Identify differences between characters.
SWBAT: Make inferences about characters from quotes in the text.

Language Objectives:
SWBAT: Produce writing that compares and contrasts 2 characters.
SWBAT: Define the term inference.
h. Previous Learning Experiences: The students have previously had a lesson on defining characters and
analyzing their characteristics from dialogue, actions, and narrative in a text. Additionally, students have
been practicing finding quotes from texts that support inferences they have made about the characters. The
students are also nearing the end of their silent reading books, so the characters in their books are developed.
i.

Planning for Student Learning Needs: Students who have trouble hearing, seeing, or are easily distracted
will be placed at the front of the carpet during the instruction portion so they are able to concentrate and
comprehend the instruction better. When the students are working independently the teacher will be
constantly walking around and checking on student progress. During this time the teacher may have one on
one time with students having difficulties or those who have questions. The independent portion of the lesson
allows students to compare characters from books they are currently reading, so students at a lower reading
level are able to compare at their just right level. The teacher is also always available to answer any
questions. As for students who are gifted or want a challenge they will be given the choice to try and
compare and contrast 3 characters to push their thinking.

f. Assessment Strategies
Content/Language Objectives
SWBAT: Compare similarities between
characters.

Assessment Strategies
Informal: At the beginning of the lesson after the teacher
has modeled comparing and contrasting characters, this
includes demonstrating how to compare similarities
between characters. The teacher will give every 2 students
sticky notes to contribute to the chart. The students will
have to put one similarity between the two characters on
10

one of the sticky notes to place on the class Venn diagram.

This gives the teacher information on if students are able to
successfully find similarities, or if they need more
instruction/examples.

SWBAT: Identify differences between

characters.

SWBAT: Make inferences about characters

from quotes in the text.

Language Objective: SWBAT: Produce

writing that compares and contrast 2
characters.

Formal: At the end of the lesson the students will complete

a writing prompt in which they will compare and contrast 2
characters independently, after completing a Venn Diagram
as well, which the teacher will look over and see if students
were able to find similarities between the characters. The
teacher will be able to assess if the students understand
comparing and contrasting or will need more instruction.
Informal: At the beginning of the lesson after the teacher
has modeled comparing and contrasting characters, this
includes demonstrating how to identify differences between
characters. The teacher will give every 2 students sticky
notes to contribute to the chart. The students will have to
put one difference between the two characters on one of the
sticky notes to place on the class Venn diagram. This gives
the teacher information on if students are able to
successfully find differences, or if they need more
instruction/examples.
Formal: At the end of the lesson the students will complete
a writing prompt in which they will compare and contrast 2
characters independently, after completing a Venn Diagram
as well, which the teacher will look over and see if students
were able to find differences between the characters. The
teacher will be able to assess if the students understand
comparing and contrasting or will need more instruction.
Formal: As the students are completing their Venn Diagram
worksheets they will also have to find evidence to support
at least one point from each section of the diagram, and find
quotes from the text. After looking at the students
worksheets the teacher will be able to evaluate if the class
needs more instruction on making inferences from quotes in
the text.
Informal: The teacher will have the opportunity to walk
around the class room and ask students about the characters
they are writing about and how the text supports their
answers. The teacher will be checking students worksheets,
to make sure they have a correct interpretations of the
characters from the text. By looking around the teacher will
be able to identify if they need to give students more
practice or examples on making inferences about characters
from quotes in the text.
Formal: At the end of the lesson after having practiced
comparing and contrasting characters, the students will
submit a writing prompt in which they use the tools from
the lesson to compare and contrast two characters
independently from the book they are currently reading at
home. This will help the teacher assess if the students are
11

SWBAT: Define the term inference.

correcting comparing and contrasting characters and

efficiently communicating their ideas. This will show the
teacher the students need another lesson on comparing and
contrasting or are ready to move on.
Informal: At the start of the lesson the definition of
inference, similarity, and difference will be on the board.
Students will take this opportunity to write these definitions
down in their reading notebook. The teacher will walk
around to ensure students are taking notes.

g. Student Voice:

K-12 students will be able to:

4. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the beginning of the lesson the
teacher will address what the class
will be learning about and write on
the board what the class goals are
for the day (learning targets). The
students will write them down at the
top of their journals. The teacher
will checkoff the students name on a
checklist after they have seen the
student write it down.

5. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

At the end of the lesson the students

will turn in an exit slip in which
students will compare their Venn
diagrams and writing to the learning
targets in order to monitor their own
learning and evaluate if they have
progressed toward the learning goal.

6. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

The students understand that if they

need extra support they can always
ask a peer or go to the teacher.
Throughout the year students create
posters that are put up around the
classroom for references of different
subjects including writing, math,
and reading. There are also many
online sources for practice that
students have accessible to them
with parent consent. At the end of
the lesson the teacher will ask the
students to volunteer ideas of where
to go, to get additional support.

Description of how students

will reflect on their learning.

As the students are

completing the activities in
the lesson, they will be able to
see the learning goals on their
journal and board and reflect
on how their own work
compares to those targets. On
the individual worksheet the
students will answer why its
important to be able to
compare characters.
The students will reflect on
their own learning by
completing an exit slip at the
end of the lesson. They will
examine their work and state
if they feel confident
comparing characters and are
ready to move on to the next
lesson, or want more practice.
The students can use the
classroom posters, as well as
their peers to compare their
work to, in order to reflect
back on their work. They can
also use the internet sources
available to reflect on how
their learning is changing or
advancing.

12

i.

Grouping of Students for Instruction:

Whole Class: At the beginning of the lesson, the entire class will sit up at the front of the carpet during which
the teacher will model and show a strategy to comparing and contrasting characters. This makes it so the
students are closer to the teacher and are more likely to pay attention and not goof off.
Partner: After the teacher has finished modeling, every 2 students will each be given 3 sticky notes which they
will have to write on and place on the Venn diagram for the class example. During this time they are allowed
to talk to their partner and collaborate on what they will place on the board.
Individual: At the end of the lesson the students will move back to their desks and work individually to
complete their comparison Venn diagrams and complete a writing prompt in which they write about the
comparisons they found. This will help track individual student learning.

Section 2: Instruction and Engaging Students in Learning

d. Introduction: I will start by putting up two pictures of characters that the students are interested in on the
screen in the front, and example of two characters I would use is Harry Potter and Willy Wonka. This will
catch the students attention as they are so different but prominent characters in books. I will demonstrate to
the students that it is always possible to find similarities in characters, and that comparing and contrasting is
an important part of reading. After the examples, I will explain to the class that the purpose of this lesson, is
to learn how to compare and contrast characters from our readings. We will use a Venn diagram as a strategy
for this and write about it after. The students will take this opportunity to write down the learning goals and
definitions of similarities, differences, and inferences from the white board onto their notebooks.
e. Questions:
10.
11.
12.
13.
14.
15.
16.
17.
18.

What does it mean to compare and contrast something? (Comprehension)

Why is it important to be able to compare and contrast? (Evaluation)
How can being able to compare and contrast help us understand characters? (Application)
How does comparing and contrasting help us understand the relationship between characters?
(Analyzing)
Why is it important to be able to make inferences?(Evaluation)
What does it mean to make an inference? (Comprehension)
How does making inferences make us better readers? (Application)
How are making inferences and comparing and contrasting related? (Analyzing)
Do you ever compare the similarities and differences between you and the characters you read
about? (Knowledge)

f. Learning Activities:
Learning Steps and Activities
8. Hook: Introduce the lesson by putting up two
pictures of characters students are engaged in or
interested by such as Harry Potter and Willy
Wonka. Explain to the class that although they are
very different characters, it is always possible to
find similarities between them. Ask the students
what they think we might be doing in this lesson
after seeing the two pictures. Write some
similarities and differences between the two
characters on the board using a Venn diagram.
9. After going through the example the teacher will
explain to the students that the purpose of the

Supporting Theories/Principles
The photographs are used as a hook to grab the
classrooms attention and give the students a visual.
This also uses an inquiry based teaching approach. This
strategy increases intellectual engagement and fosters
deep understanding. The teacher is also demonstrating
what the students will be doing eventually on their own
which is a part of the gradual release teaching method.

By announcing the purpose of the lesson, the students

will have a basic understanding of what they will be
13

lesson is to learn to compare and contrast

characters. The teacher will write down the
learning goals, and definitions of similarities,
differences, and inferences on the board. During
this time the students will have the opportunity to
write down the learning goals into their reading
notebook and the teacher will be walking around
checking off the completed task.
10. Next, have the students come forward to sit on the
front carpet for instruction. The teacher will read a
picture book in which you can compare and
contrast such as The Name Game by Yangsook
Choi.
11. After finishing the book put the extra-large Venn
diagram on the board. The teacher will ask the
students to help her fill out this Venn diagram.
Pass out 2 sticky notes to every 2 students. Ask the
students to work with their elbow partner and add
two details to the Venn diagram in different
sections. After all the sticky notes are placed on the
poster, read aloud some of the examples.
12. After the group demonstration have the students go
back to their desks and take out their independent
reading book. Pass out the Venn diagram
worksheet, and have the students complete it using
their independent reading book. During this time
the teacher should walk around and make sure the
students are completing the worksheet correctly
and helping any students. If students want a
challenge tell them to try and compare 3
characters.
13. As students start completing their Venn diagrams,
pass out the writing prompt to all the students.
Explain that using their Venn diagram the students
write out in complete sentences the differences and
similarities they found.
14. As students turn in their writing, pass out the exit
slip to all the students and wrap up the lesson by
have a short recap discussion of what they learned
and asking the students why this comparing and
contrasting is important.

learning and why it is important. By writing down the

learning goals/targets, it allows students to monitor and
reflect on their learning.

Read aloud helps support student listening, speaking,

fluency, and vocabulary abilities. By using a text the
teacher is also using multiple means of engagement.
This text used also teaches about respect, social
responsibility, and other cultures. This allows students
to make connections to their own lives, experiences,
and cultures.
By having the students think of their own ideas the
lesson is incorporating active learning. The students are
also able to collaborate with a partner which uses
Vygotskys Social Learning theory, which suggest that
teachers provide opportunities for students to engage
in discussion about their learning. The idea of I do,
you help, is also a part of the gradual release teaching
method.
By having the students complete the work
independently, the lesson incorporates active learning,
and allows the students to make connections to the
books they are reading. To accommodate to students
wanting a challenge the teacher gives the opportunity
to compare 3 characters.

Having the students connect their Venn diagrams and

write about it, is a multiple means of expression of
their learning. It allows students to reflect on their
writing and put it into words.
By having an exit slip, the lesson incorporates student
voice. The discussion supports Vygotsky Social
Learning theory, providing students the opportunity to
engage in discussion about their learning, and have
meaningful exchanges between students that can help
promote deeper understanding. This is also an
opportunity for multiple means of engagement, and
allows students to connect to the content.

f. Closure: As students are finishing up and turning in their written character comparison, the teacher will
have a short discussion wrap up about what the class learned in the lesson that day and why learning how to
compare and contrast characters is beneficial to students. Afterwards the teacher will go around the
classroom handing out quick exit slips to be turned in. The exit slips will have questions asking the students
if they feel they feel comfortable and confident comparing and contrasting characters, and asking if they feel
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as though they are ready to move on. They will have the opportunity to look back at their journals or look on
the board at the learning targets and reflect on their learning.
g. Independent Practice:
Students will have the opportunity to extend their experiences with the content by having them try to
compare 2 or 3 people in their family. They may even have a family discussion on what the
differences and similarities are between them. Students can make a Venn-Diagram or write it out as
they have previously completed in the lesson. Students will have the opportunity to share with their
classmates during the next day before the start of the next lesson in the unit if they wish.
h. Instructional Materials, Resources, and Technology:
Photographs of two characters such as Harry Potter and Katniss
Venn-Diagram worksheets for the students
Extra-large poster for teacher to use as a Venn diagram class demonstration.
Sticky Notes
Exit Slip
i.

Acknowledgements:
Common Core Standards: http://www.corestandards.org/ELA-Literacy/
Photograph of Harry Potter: https://i-img.com/image/upload/f9m50ef7.jpg
Photograph of Willy Wonka: http://img2.wikia.net/0140917063211/images/5/58/Willy_Wonka.jpg

Photographs of Harry Potter and Willy Wonka

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Name: ____________________________

Date: __________________

Venn diagram
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Support one point in the Venn-diagram with a quote from you book.
Point:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Quote:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Name:___________________________________
Exit Slip
Answer the following questions:

Date:_______________

I feel confident comparing similarities between characters. Yes/No

I feel confident finding differences between characters. Yes/No
I want more practice comparing and contrasting characters. Yes/No
I feel confident finding quotes to support my inferences. Yes/No
I want more practice finding quotes to support my inferences. Yes/No
List a reason why you think comparing and contrasting characters is helpful or
important:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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